ISSN: 2226-6348
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This study investigates the effects of Mindfulness-Based Interventions (MBIs) on the academic performance of Chinese primary school students. The article highlights the increasing academic pressure faced by Chinese primary school students, which can lead to anxiety, decreased attention, and reduced self-control, thereby negatively impacting their academic outcomes. Using a quasi-experimental design, an 8-week mindfulness training program was administered to an intervention group, while a control group continued with regular school activities. The study evaluates outcomes across three dimensions—mental state, attention, and self-control—alongside academic performance data. The research aims to verify whether mindfulness interventions can effectively enhance students' mental well-being and academic achievement. The findings may provide insights for educational practices and policies, supporting the integration of mindfulness education in Chinese primary schools.
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